People prefer using different ways to communicate with each other. Some of them use direct communication skills through saying, writing, and doing while some others communicate in indirect and unintentional ways using body language facial expressions, and patterns of speech (Bender, 2005). Similarly, teachers use these ways to communicate with parents, administrators, colleagues, and community members in schools. The aim of the communication in schools is to reinforce making group work by improving school’s goals and meeting needs of workers (Çınkır, 2004). In addition, it is important to understand the relationship between students and teachers. Tiberius and Billion (1991) stated the characteristics of positive relationship between students and teachers. These are reciprocal respect, shared responsibility and mutual dependence, effective communication and feedback, willing to compromise about conflict situations and cooperation, and sense of trust. The administrators and teachers should give emphasis on not only students’ academic needs but also their social, affective, and behavioral problems (Çınkır, 2004).

Successful teachers can be considered as effective communicators. In order to create positive atmosphere in schools, teachers try to make good communication with students, parents, administrators, and colleagues (Özden, 2003). Effective communication with parents means starting communication with them early in the semester, giving information about important classroom events, informing regularly on their child’s status, and fostering them to attend classroom or school activities (Bender, 2005). In addition, it is important for teachers to communicate effectively with their administrators because certain situations related to students, courses, programs, activities require approval from administrators. Furthermore, effective communication with colleagues includes both personal and professional levels. Both levels improve the quality of the relationship (Bender, 2005).

The purpose of this study was to investigate pre-service English language teachers’ views about effective communication skills in schools. Moreover, the study focused on the issue of teachers who can communicate effectively. The following research questions were explored:

1.      How do pre-service teachers define “communication” in general?

2.      What are the views of pre-service English language teachers about the characteristics of teachers who can communicate effectively?

3.      What are the views of pre-service English language teachers about the role of body language in their teaching practices?

4.      What are the views of pre-service English language teachers about the role of empathy in communication?

5.      How do pre-service English language teachers view about the importance of communication in their future teaching practices?

Bender, Y. (2005). The Tactful Teacher: Effective Communication with Parents, Colleagues, and Administrators. Vermont: Nomad Press. Çınkır, Ş. (2004). Okulda etkili öğretmen-öğrenci ilişkisinin yönetimi. Milli Eğitim Dergisi, 161. Retrieved December 20, 2010, from http://yayim.meb.gov.tr/dergiler/161/cinkir.htm. Özden, Y. (2003). Ögrenme ve Ögretme. Ankara: Pegem Yayınları. Tiberius, R.G. and Billion, J.M. (1991) The social context of teaching and learning. In R.J. Menges and M.D. Svinicki, College Teaching: From Theory to Practice. San Francisco: Jossey-Bass Publishers, Inc